Enhancing Students’ Critical Thinking Through TTW (Think-Talk-Write) Instructional Model in Araling Panlipunan

Charise Joy E. Daa¹, Lucila C. Palacio^2
1https://orcid.org/0000-0002-3860-7284
¹17-ss-ss-055@lspu.edu.ph, ²lucila.palacio@lspu.edu.ph
¹Talipan National High School, Department of Education
²Laguna State Polytechnic University, Faculty of College of Graduate Studies and Applied Research, Philippines

DOI: https://doi.org/10.54476/apjaet/91829

Abstract

The study was conducted to determine whether the utilization of TTW (Think-Talk-Write) Instructional Model could enhance students’ critical thinking in terms of analyzing information, observing and observations, comparing and contrasting, draw conclusions based on evidence and define terms and consider definitions in the subject Araling Panlipunan 7. Using the single-group pretest-posttest method of experimental research design and cluster sampling, it involved thirty (30) Grade 7 online class students of Talipan National High School during the school year 2021-2022. The students were given a self-made pre-test consisting of a 40-item multiple choice test, 8 questions per critical thinking skill, on the pre-experimental phase followed by the utilization of the TTW instructional model during the experimental phase. Post-test was administered in the post-experimental phase. Frequency count, percentage and paired samples t-tests were used to analyze and interpret the data. Results revealed that there is a significant difference between the pre-test and post-test performance levels of students’ critical thinking in terms of analyzing information, observing and observations and comparing and contrasting while there is no significant difference in terms of the skill in drawing conclusions based on evidence and defining terms and consider definitions. Based on the findings, the utilization of the TTW instructional model helped a lot in enhancing students’ critical thinking skills in terms of analyzing information and improved their skills in observing and observations and comparing, and contrasting. However, gradual improvement is observed on critical thinking skills which require students to conclude. Moreover, their skill in defining terms based on their own understanding and transferring their learning in real life-context still needs more practice to improve. Hence, relevant research related to this matter may be the focus of future studies.

Keywords: Araling Panlipunan, Critical thinking, Think-Talk-Write Instructional Model, Single-group Pretest-Posttest Method, Philippines

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